Grade 10 Term 1 Term 2 Term 3 Term 4 - School District of Philadelphia

[Pages:16]Term 1

Dates of Cycle

September 5, 2017November 13, 2017

Total Teaching Total Instructional Days: 46

Days

Including 1 Half Day

Theme: Facing Challenges

Study Sync Unit 3: Technical Theme & Unit Difficulties

StudySync Grade 10

Term 2

November 14, 2017January 29, 2018

Total Instructional Days: 45 Including 5 Half Days

Theme: The Importance of Influential Relationships

Study Sync Unit 2: Taking a Stand: When is it Appropriate to Challenge the Rules?

Term 3

Term 4

January 30, 2018April 9, 2018

April 10, 2018June 6, 2018

Total Instructional Days: 46 Including 4 Half Days

Total Instructional Days: 40 Including 5 Half Day

Theme: Mirrors: Seeing Ourselves Theme: Constrained Perspectives Through the Eyes of Others

Study Sync Unit 4: The Human Connection Suggested District Wide Novel Study Integration: Antigone

Study Sync Unit 1: Destiny

Focus Mode: Informative and Explanatory

Focus Mode of Writing

Focus Mode: Opinion/Argumentative

Focus Mode: Narrative

Focus Mode: All Modes: Review, Reteach, and Enrich

*You may navigate through each StudySync unit to meet the needs of your students.

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The School District of Philadelphia Standards Mapping: Grade 10 Term 1

Theme: Facing Challenges Study Sync Unit 3: Technical Difficulties

Assessments: The lessons attached to each reading selection include a variety of tasks for students to complete. Teachers may evaluate any or all tasks toward their assessments of student achievement. Please note that the end-of-unit test will assess the focus standards addressed throughout the unit.

ELL Resources:

Struggling Learner Resources:

The instructional path contains an Access Path, which provides targeted differentiation for English Learners. Students interact with course materials through Access Handouts, which provide differentiated activities for each proficiency level.

Emerging ? Access 1 Intermediate ? Access 2 Advanced ? Access 3

The instructional path contains an Access Path, which provides targeted differentiated instruction for struggling learners. Students interact with course materials through Access Handout 4, which provides differentiated activities and support for struggling learners.

Please note that the Philadelphia School District reports an ELL student's English proficiency level via an access score/level. This level does not align with the Access Path, used by Study Sync Grade 10. Therefore, when selecting which Access Path to support ELL instruction, please evaluate students independently to meet their individual needs and engage in conversation with ESL teacher.

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Term 1 Unit 3 | Technical Difficulties: What responsibility do we have for what we create?

Suggested Days

Text

Days 1-4

"Prometheus: The Friend of

Man" Pages 210-215

Online Resource: Technical Difficulties

Focus Skills: Character

S& L

Writing

Reading Literature

PA Core Standards Addressed

CC.1.3.9?10.A Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

CC.1.3.9?10.C Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

CC.1.3.9?10.I Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools.

CC.1.3.9?10.J Acquire and use accurately grade appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

CC.1.4.9?10.S Draw evidence from literary or informational texts to support analysis, reflection, and research, applying gradelevel reading standards for literature and literary nonfiction. CC.1.4.9?10.T Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. CC.1.4.9-10.W Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. CC.1.4.9?10.X Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. CC.1.5.9?10.A Initiate and participate effectively in a range of collaborative discussions on grade-level topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. CC.1.5.9?10.B Evaluate a speaker's perspective, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

Eligible Content

L.F.1.1.2 L.F.1.3.1 L.F.1.3.2 L.F.2.3.4

L.F.1.1.3 L.F.2.3.1 L.F.2.3.4 L.F.1.2.1 L.F.1.2.2 L.F.1.2.3 L.F.1.2.4 L.F.1.2.1 L.F.1.2.2 L.F.1.2.3 L.F.1.2.4

3

Suggested Days

Text

Days 5-7

Frankenstein Pages 216-220

Skill Focus: Allusion Media

S& L

Writing

Reading Literature

PA Core Standards Addressed

CC.1.3.9?10.A Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

CC.1.3.9?10.C Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

CC.1.3.9?10.I Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools.

CC.1.3.9?10.J Acquire and use accurately grade appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

CC.1.4.9?10.S Draw evidence from literary or informational texts to support analysis, reflection, and research, applying gradelevel reading standards for literature and literary nonfiction. CC.1.4.9?10.T Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. CC.1.4.9-10.W Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. CC.1.4.9?10.X Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. CC.1.5.9?10.A Initiate and participate effectively in a range of collaborative discussions on grade-level topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. CC.1.5.9?10.B Evaluate a speaker's perspective, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

Eligible Content

L.F.1.1.2 L.F.1.3.1 L.F.1.3.2 L.F.2.3.4 L.F.1.1.3 L.F.2.3.1 L.F.2.3.4 L.F.1.2.1 L.F.1.2.2 L.F.1.2.3 L.F.1.2.4 L.F.1.2.1 L.F.1.2.2 L.F.1.2.3 L.F.1.2.4

4

Suggested Days

Text

Days 8-10

"Worship the Spirit of Criticism:

Address at the Pasteur Institute"

Pages 221-224

Skill Focus: Connotation and Denotation

S& L

Writing

Reading Informational Text

PA Core Standards Addressed

CC.1.2.9?10.A Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

CC.1.2.9?10.C Apply appropriate strategies to analyze, interpret, and evaluate how an author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

CC.1.2.9?10.E Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text.

CC.1.2.9?10.H Delineate and evaluate the argument and specific claims in a text, assessing the validity of reasoning and relevance of evidence.

CC.1.2.9?10.J Acquire and use accurately general academic and domain specific words and phrases, sufficient for reading, writing, speaking, and listening at the college- and career-readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

CC.1.4.9?10.S Draw evidence from literary or informational texts to support analysis, reflection, and research, applying gradelevel reading standards for literature and literary nonfiction. CC.1.4.9?10.T Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. CC.1.4.9-10.W Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. CC.1.4.9?10.X Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. CC.1.5.9?10.A Initiate and participate effectively in a range of collaborative discussions on grade-level topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

CC.1.5.9?10.B Evaluate a speaker's perspective, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

Eligible Content

L.N.1.3.1 L.N.1.3.2 L.N.2.3.3 L.N.1.1.3 L.N.1.3.3 L.N.2.3.3 L.N.2.3.5 L.N.2.4.1 L.N.2.4.3 L.N.1.1.3 L.N.2.4.1 L.N.2.4.3

L.N.2.5.4 L.N.2.5.5 L.N.2.5.6

L.N.1.2.4 L.N.1.2.1 L.N.1.2.2 L.N.1.2.3

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Suggested Days

Text

The Immortal Life of

Henrietta Lacks

Pages 225-232

Days 1114

Online Resource: Blast: LOL! A

Look at Language Blast: Call the

Doctor

Skill Focus: Technical language Informational Text Elements

S& L

Writing

Reading Informational Text

PA Core Standards Addressed

CC.1.2.9?10.A Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

CC.1.2.9?10.C Apply appropriate strategies to analyze, interpret, and evaluate how an author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

CC.1.2.9?10.E Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text.

CC.1.2.9?10.H Delineate and evaluate the argument and specific claims in a text, assessing the validity of reasoning and relevance of evidence.

CC.1.2.9?10.J Acquire and use accurately general academic and domain specific words and phrases, sufficient for reading, writing, speaking, and listening at the college- and career-readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

CC.1.4.9?10.S Draw evidence from literary or informational texts to support analysis, reflection, and research, applying gradelevel reading standards for literature and literary nonfiction. CC.1.4.9?10.T Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. CC.1.4.9-10.W Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. CC.1.4.9?10.X Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. CC.1.5.9?10.A Initiate and participate effectively in a range of collaborative discussions on grade-level topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. CC.1.5.9?10.B Evaluate a speaker's perspective, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

Eligible Content

L.N.1.3.1 L.N.1.3.2 L.N.2.3.3

L.N.1.1.3 L.N.1.3.3 L.N.2.3.3 L.N.2.3.5 L.N.2.4.1 L.N.2.4.3

L.N.1.1.3 L.N.2.4.1 L.N.2.4.3

L.N.2.5.4 L.N.2.5.5 L.N.2.5.6 L.N.1.2.4 L.N.1.2.1 L.N.1.2.2 L.N.1.2.3

6

Suggested Days

Text

Silent Spring Pages 233-237

Day 15-17

Online Resource:

Blast: Chemical Control

Skill Focus: Informational Text Structure

S& L

Writing

Reading Informational Text

PA Core Standards Addressed

CC.1.2.9?10.A Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

CC.1.2.9?10.C Apply appropriate strategies to analyze, interpret, and evaluate how an author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

CC.1.2.9?10.E Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text.

CC.1.2.9?10.H Delineate and evaluate the argument and specific claims in a text, assessing the validity of reasoning and relevance of evidence.

CC.1.2.9?10.J Acquire and use accurately general academic and domain specific words and phrases, sufficient for reading, writing, speaking, and listening at the college- and career-readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

CC.1.4.9?10.S Draw evidence from literary or informational texts to support analysis, reflection, and research, applying gradelevel reading standards for literature and literary nonfiction. CC.1.4.9?10.T Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. CC.1.4.9?10.W Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. CC.1.4.9?10.X Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

CC.1.5.9?10.A Initiate and participate effectively in a range of collaborative discussions on grade-level topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

Eligible Content

L.N.1.3.1 L.N.1.3.2 L.N.2.3.3 L.N.1.1.3 L.N.1.3.3 L.N.2.3.3 L.N.2.3.5 L.N.2.4.1 L.N.2.4.3

L.N.1.1.3 L.N.2.4.1 L.N.2.4.3

L.N.2.5.4 L.N.2.5.5 L.N.2.5.6

L.N.1.2.4 L.N.1.2.1 L.N.1.2.2 L.N.1.2.3

CC.1.5.9?10.B Evaluate a speaker's perspective, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

7

Suggested Days

Text

A Civil Action Pages 238-242

Skill Focus: Central of Main Idea

Day 18-20

Suggested Pacing for the

Extended Writing Project: Informative/Ex planatory Writing

Prewrite

S& L

Writing

Reading Informational Text

PA Core Standards Addressed

CC.1.2.9?10.A Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

CC.1.2.9?10.C Apply appropriate strategies to analyze, interpret, and evaluate how an author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

CC.1.2.9?10.E Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text.

CC.1.2.9?10.H Delineate and evaluate the argument and specific claims in a text, assessing the validity of reasoning and relevance of evidence.

CC.1.2.9?10.J Acquire and use accurately general academic and domain specific words and phrases, sufficient for reading, writing, speaking, and listening at the college- and career-readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

CC.1.4.9?10.S Draw evidence from literary or informational texts to support analysis, reflection, and research, applying gradelevel reading standards for literature and literary nonfiction. CC.1.4.9?10.T Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. CC.1.4.9?10.W Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. CC.1.4.9?10.X Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

CC.1.5.9?10.A Initiate and participate effectively in a range of collaborative discussions on grade-level topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

CC.1.5.9?10.B Evaluate a speaker's perspective, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

Eligible Content

L.N.1.3.1 L.N.1.3.2 L.N.2.3.3

L.N.1.1.3 L.N.1.3.3 L.N.2.3.3 L.N.2.3.5 L.N.2.4.1 L.N.2.4.3

L.N.1.1.3 L.N.2.4.1 L.N.2.4.3

L.N.2.5.4 L.N.2.5.5 L.N.2.5.6 L.N.1.2.4 L.N.1.2.1 L.N.1.2.2 L.N.1.2.3

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